/m/ Initial Sentences

Short sentences loaded with word-initial /m/ for sentence-level practice.

Use with a student — free
Card 1 of 8
My mom made a muffin.
Say it out loud
This pass0 correct · 0 cued · 0 incorrect · 0/8
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Session summary (SOAP)

Stays on this screen. Nothing is saved or sent.

Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.

How to run it

Model the sentence, have the student repeat it, then have them say it without the model. Cue placement as lips together with the sound going out through the nose. Start with My mom made a muffin, which has /m/ in almost every word, then move to The man missed the mail. I made a mess in the mud mixes in more competing sounds, so keep it for the end. Five minutes covers all eight.

Cueing ladder

Start at the top. Add support one step at a time.

  1. Step 1IndependentShow the card and let the student say the whole sentence on their own.Log as correct
  2. Step 2Visual cuePoint to your mouth, or show the mouth picture for /m/, before the student tries again.Log as cued
  3. Step 3Verbal modelSay the sentence at a natural pace; the student repeats it.Log as cued
  4. Step 4Placement cueLips closed and hum, so the sound comes out of your nose. Feel your lips tickle.Log as cued

Adjust it

Easier

Drop to phrases: pull out the /m/ word with one word in front of it.

Harder

Move to conversation: ask a question about the sentence and listen for /m/ in the answer.

Matching IEP goal

Given sentence cards, Student will produce /m/ in the word-initial position in sentences in 8 of 10 opportunities across 3 consecutive sessions, given no more than a visual cue.

Send it home through the parent portal →

About this activity

Eight short sentences packed with word-initial /m/: My mom made a muffin. The monkey sat on the mat. The moon came up at midnight. My mittens match my mask. Mike put a magnet on the map. Mom mixes milk and mango. With three or four targets in each, a student gets a lot of practice from one read, and the sentences are easy to picture.

What to listen for

Listen for /m/ holding up on every target, especially the third and fourth in a sentence. Watch the lips: they should fully close on each /m/. Notice substitutions like /b/ for /m/, where muffin becomes buffin, which can mean the air is not going through the nose. Midnight and mittens put /m/ at the start of a longer word, a good check on whether the sound holds.

Carrying it home

Choose one sentence a day to act out: mix milk in a cup, put a magnet on the fridge, look for the moon at night. The child says the sentence while doing it. Real objects make the sentence easier to remember and give a reason to repeat it.

What's in this activity

  • My mom made a muffin.
  • The monkey sat on the mat.
  • I made a mess in the mud.
  • My mittens match my mask.
  • Mom mixes milk and mango.
  • The man missed the mail.
  • +2 more

Questions

Who is this for?
Kindergarten through second grade students who have /m/ in words and phrases and are ready for sentences.
Do I need an account?
No. The board plays free in the browser with no login. An account adds session data, goal scoring and assignment to a student.
What comes after sentences?
Structured conversation. Ask questions that pull /m/ answers, such as what Mom made or what came up at midnight, so the student uses the sound in their own words.

Use this board with your caseload

With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.

Track progress free

Free for SLPs. No card, no trial clock.